Just Thought You Should Know

During the genesis of alternative theories regarding the origin of human kind, Herbert Spencer published an essay “What Knowledge Is Of Most Worth” (1859).  The contents, commentary, and perceived impact of this essay are available from myriad perspectives – albeit contemporary’s of Spencer as well as historians.

Spencer coined the phrase, “survival of the fittest”.  He is also associated with moving Darwin’s theory of natural selection into the areas of sociology and ethics.  This untested theory and adaptation has had and continues to have influence on policy, programs, and practices today – especially in our classrooms and schools.

Exacerbated by the infatuation with narrowly defined accountability models, the social science that influences the imposed limitations upon children based on ethnicity, race, socio-demographics, and etc. has been empirically refuted.  Yet, the power of erroneous assumptions and interpretations from social sciences literally goes untested every day.

This does not have to be that way!

Spencer asked and answered in that 1859 essay, the knowledge of most worth “is the knowledge needed to pursue the leading kinds of activity which constitute human life” (p 13 UNESCO: International Bureau of Education, 2002). Spencer’s philosophy of education was based more on the practical application of learning rather than just an acquisition of knowledge. Sound familiar? 

The premise of Spencer’s question is as important today as it was in the 19^th century.  That is, what knowledge is of most worth to learners especially within the context of virtually unlimited access to information via the Internet?

Certainly the now much politicized Common Core is but one in a series of attempts to answer Spencer’s question today.  It is not my purpose to add to the noise convoluting the impetus, intention, and import of Common Core. 

Rather, my purpose is to re-contextualize Spencer’s question within the body of research known as the School Effects Research or better known as the “Correlates of Effective Schools”.

From my perspective identifying the knowledge worth knowing is akin to the emperor without clothes.  Without a universal understanding and commitment to “all” learners successfully mastering core competencies, we will continue to fail the present as well as future generations of learners. 

Such a commitment will provide the necessary adult motivation and empowerment to “do whatever” is necessary to ensure all learners are successful.

Unfortunately, commitment to such a proposition is more about political correctness than the moral, ethical, and legal mandates to do so.  This is where the school effects research becomes so critical.  Educators as well as policy makers ignorant of this body of research are severely disadvantaged.  Moreover, educators and policy makers alike with this knowledge gap significantly impair learners daily subjecting them to the tyranny of low expectations and misguided practices and antiquated instructional practices as well as misreading and misdiagnosing learner motivation to name just a few.

What is needed is a “reset” of our educational foundation.  We must set aside untested theories and embrace the research that empowers educators, school and school system leaders.  Every individual, currently in education or in preparation to enter this noble and just profession must be conversant in the school effects research.

Next week – the Correlates of Effective Schools.